9Standards Describe what students should know and be able to do Set for six levels from Prep to Year 10Signposts at widely spaced points along an underlying continuumBasis for curriculum planningBasis for assessment and reporting
10Planning and gathering evidence Identify focus domains, levels and specific elements of standardsRefer to standards above and belowSelect assessment activities appropriate to demonstrate learningDevelop assessment criteria and/or rubrics drawn from standards
12Assessing more than one domain Multi-domain units of workOne teacher might teach and assess all aspects of a student’s learningTwo or more teachers might teach and assess different aspects of a student’s learning
13Students with additional learning needs Modify tasksAllow students to demonstrate learning in different waysRefer to individual learning plansRefer to Students With Disabilities Guidelines and English as a Second Language Companion
14Using evidence to make judgments Collect a variety of evidenceBase judgment on evidence overallWork through school processesUse standards, assessment maps and progression points
15Assessment maps - purpose Assist teachers to:Develop common understanding of standardsAssess student work consistentlyAnswer the questions:What does work at this standard look like?What are typical features of work of students progressing towards the standard?
16Assessment maps - features Developed for each domainWork samples illustrate achievement of elements of the standard/sWork samples progressing towards a standard at three points
17Work samples Address specific elements of standard/s Describe context for assessment taskOne or more samples illustrate typical features of student workAnnotations identify attributes of the work linked to elements of standard/s
18Progression points Schools required to report to parents using A to E Standards at six levelsFiner scale developed to support reportingThree points between each standard to show progress towards the standardThree points to show progress beyond Level 6
19Progression point examples Assist common interpretation of progression points when reportingIllustrate typical development of some concepts and skills in the standardsSome concepts and skills developed across more than one levelContent references are examples – not prescriptive
20Level 5 Standard – Thinking Processes Reasoning, processing and inquiryAt Level 5, students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions.
21Standards and progression points In Thinking Processes, the work of a student progressing towards the standard at Level 5 demonstrates, for example:At 4.25with teacher direction and using a range of strategies and self-formulated questions, identification of information that would be appropriate for an investigation, analysis or reportAt 4.5identification and synthesis of relevant information from given sources, using appropriate strategies to evaluate evidence; for example, identifying subjective or misleading informationAt 4.75use of self-generated selection criteria to locate and critically assess information from varied sources for investigative purposesLevel 5Students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations.
23Making an on-balance judgment Evidence based – rather than where the student ‘should be’Assessment is holistic and on-balanceTake account of differing nature and complexity of each assessment taskKey question: which standard or progression point does this collection of evidence best match?Assessment maps and progression points are a further reference
24Reviewing the evidence Review a range of evidenceEvaluate what the evidence as a whole demonstrates about the student’s learningQualities may reflect statements or examples in more than one standard or progression pointUse moderation processes, assessment maps, progression point examples to refine judgmentDetermine which standard or progression point, on-balance, the identified qualities best match
25Online resourcesVCAAStandards and progression points, Assessment maps, Assessment principles, Assessment tasks, Assessment resourceDepartment of EducationAssessment advice, Assessment professional learning modules, Multi-domain assessment tasks, Reporting advice